Beacon Lesson Plan Library

Building With Blends

Janice Jowers
Okaloosa County Schools


The students learn how to blend sound components into words by completing a whole group activity with the teacher. They then use this knowledge in a station activity game where they match word parts with blends to form complete words.


The student blends sound components into words.


- Overhead copy of the Teacher handout on Building With Blends introduction lesson (see Associated Files).
- Overhead projector
- Overhead making pens
- Copy of the four Building With Blends boxes (see Associated Files) with the blends on them to be used to glue on the inside of the folder game for the language station activity.
- A set of four or five folders to use to make the folder games for the language station activity.
- Copy of the Building With Blends building blocks (see Associated Files) with the word parts on them to duplicate on construction paper.
- A copy of the Building With Blends Answer Key (see Associated Files).


1. Download the Teacher Handout on Building With Blends (see Associated Files) and make an overhead copy.
2. Gather overhead projector and projector pens.
3. Download the Building With Blends folder game activity (see Associated Files).
4. Duplicate the Building With Blends boxes on construction paper. You could use different colors for the boxes. Make four or five copies for several folder games. Glue the four boxes from each sheet of the Building With Blends on the inside of a folder, two on each side.
5. Laminate the Building With Blends folder game to make it sturdier.
6. Download the Building With Blends blocks (see Associated Files) which has the incomplete words with the spaces for the blends. Duplicate the Building With Blends blocks on construction paper. You could use different construction paper colors.
7. Laminate the construction paper copies of the Building With Blends blocks before you cut it apart so the game will be sturdier.
8. Cut the squares of the Building With Blends blocks game apart.
9. Place the Building With Blends game in the language-arts learning center.
10. Download a copy of the answer sheet (see Associated Files) and place that in the language station as well.


1. Set up the overhead projector.
2. Hold up a picture that shows the sky. Ask the students what color the sky is. Accept all answers, but emphasize the answer blue. Write blue on the overhead projector and underline the letters bl. Help the students recognize that when two consonants come together you donít make each consonant sound separately, you blend the two letters together quickly.
3. Display the Teacher Handout on Building With Blends on the overhead and introduce the activity to the students. Explain to the children that each of the words that fit in the blank begins with a consonant blend. The blends are found in the box on the page.
4. Read each sentence aloud with the children. Accept answers from the students as to which word makes sense in the blank. Emphasize the consonant blend with which these words begin. Say the consonant blends slowly so the children can hear the two separate consonant sounds, then say them quickly so they can hear how the sounds blend together.
5. Explain to the students that they are going to play a game in the language station called Building With Blends in which they will blend sound components into words.
6. There should be two to four students per game.
7. The students open the Building With Blends folder game. Inside, each folder there are four boxes with blends in them. The students take turns picking up a Building With Blends block that have incomplete words on them. There are spaces on these incomplete words to stand for the blends needed to complete the word. The children place these incomplete words on the blend box that will make the word complete when combined with the word part.
8. When all the incomplete words have been placed on the blend that makes them complete, the students check the answer key for correctness.
9. While the students are completing the Building With Blends activity, the teacher should circulate and offer feedback to them. The teacher could offer assistance such as: -Jane, say that blend with those letters on the block. Do they make a word? If not, what other blend could we combine with those letters to make a work.-
10. The teacher should note the students who seem to be struggling and provide them with extra assistance.
11. After the students have completed the activity, have them write the four blends from the folder game on a sheet of paper. Then have them write three or four more words that they can think of, not included in the activity, that have that blend included in the word.
12. Once students have completed their work, collect their papers and assess according to the criteria listed in Assessment (below).


To evaluate the studentsí comprehension of this skill, the teacher can observe their work in the Building With Blends game. This would be a formative assessment. The students should identify the correct blends with 80% accuracy. Students not reaching 80% should be re-taught and reassessed.
The student's words made with the blends should be formatively assessed being sure students have used the chosen blends correctly. Again, students should score 80% accuracy. Those not reaching 80% accuracy should be re-taught and reassessed.


Have the students make a Building With Blends game of their own. They could cut our blocks of construction paper and write blends on them. They could write words that contain those blends on squares of construction paper. They could cut the blends off the words and see if the other players could place the incomplete words on the correct blend box.
The students who might have difficulty with this assignment should work with a partner to read the words. This will enhance their level of competency in this skill.

Web Links

Web supplement for Building With Blends
Blends-What cues do good readers use to help them?

Web supplement for Building With Blends
Quia Nominated Activities – blends activities

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